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~ Management and Information Systems for Africa

Category Archives: ICT4D

MobiStation in Uganda – Appropriate Technology destined to fail

28 Monday Jul 2014

Posted by victorvanr in Appropriate ICT, ICT4D, ICT4Edu, Telecenters

≈ 15 Comments

mobistation-85259702

 

I just came across some news on MobiStation in Uganda and the first thought I had was that is a good example of another good appropriate technology initiative destined to fail.

Every year, UNICEF sends out millions of School-in-a-Box kits for children affected by emergencies. Exercise books, slates, pencils, rulers, and other learning materials enable a teacher and up to 80 students, taught in double shifts of 40, to create an instant classroom – no matter where they are. Originally designed for refugees following the Rwanda crisis of 1994, School-in-a-Box has become the hallmark of UNICEF response in disasters. Twenty years later, in the era of Information Technology, UNICEF is pioneering a new type of digital School-in-a-Box.

Mobistation UG

MobiStation, developed by UNICEF Uganda, is a solar-powered multimedia kit complete with a laptop, projector, scanner, and speakers, all contained in a portable suitcase. Detailed content in this article. It works by projecting e-books, teaching videos, and other multimedia content in rural schools and health centers, bringing quality learning to marginalized groups. The educational content for MobiStation is developed and recorded by the country’s top teachers in subjects like English, math, social studies and science.

Although a great tool – a 21st century answer to the School-in-the-Box – has been developed, implementation will head for failure in Uganda. According to the information in the news flash MobiStation will address “…some of the biggest challenges of the education system: teacher absenteeism, poor-quality instruction, and lack of textbooks.”

A classical mistake!

Ugandan school

Picture credits

Technology is not going to solve political and social problems. Teacher absenteeism will not disappear with the MobiStation. Instruction will not be …………….. better! Alright? (all people in Uganda know what I mean here). Lack of textbooks?  How is MobiStation going to provide textbooks for classes of 100 students that have hardly pen and paper?

The educational system in Uganda – like many African countries – is sick to the bone. Teachers stay home because they are not being paid in spite of all promises. Schools are run like prisons, corporal punishment and humiliation are rampant and a situation is created where neither staff nor students are motivated. There is no drive to innovate teaching methods in this environment. Government is looking away when it comes to individual schools. They rather like to impress donors with hollow phrases like “to provide for, support, guide, coordinate, regulate and promote quality education and sports to all persons in Uganda for national integration, individual and national development”.

If these basic conditions are not improved, MobiStation is not going to change anything in Uganda. The MobiStation is just going to end up as the private home cinema center for the headmaster.

Technologists are sometimes remarkably poor thinkers when it comes to social change. They forget that technology may support change but it will never bring about change. Change comes from individuals, social systems, governments, not from technology. So if they believe that MobiStation will change Uganda, I am certain that this will become a great story for the next ICT4D Failures conference.

Is MobiStation a good tool? YES, it is marvelous tool but to be used in emergency situations where schools have collapsed, libraries burned, but motivated teachers are on the ground. MobiStation will support these teachers to keep their students in ‘school’, to assure that the lives of the young school kids remains a bit ‘normal’ and it will bridge the gap until schools are being rebuilt. So, let’s forget about Uganda and see what the MobiStation can do in Gaza, the Central African Republic, Syria etc.

Mobile Data Collection and Research – an introduction

16 Wednesday Jul 2014

Posted by victorvanr in ICT4D, M4D

≈ Leave a comment

Pact mobile technology handbook

Mobile technology – mobile phones, smartphones, and tablets – have not only changed the way people communicate and share information, but also how data is collected and disseminated. Development professionals now use mobile technology to conduct surveys, share information to program participants, collect beneficiary feedback, and many other activities. With cellular networks and internet connectivity increasing dramatically in developing countries, we can expect that mobile technology will continue to supplement traditional ways of doing development research as well as open up exciting new opportunities for engaging with participants and stakeholders.

PACT has published an introduction to this evolving landscape. Pact’s Mobile Technology Handbook provides a comprehensive resource for getting started with mobile data collection.

The book (51 pages) focuses on how mobile technology can improve data collection for development programming, M&E, and other applications. Well-known platforms such as Magpi, Mobenzi, Ushahidi/CrowdMap, and FrontlineSMS are compared to give a sense of what capabilities exist and what resources are necessary to start collecting data with mobile devices. Finally, the booklet outlines a process for creating an organizational strategy around mobile technology.

Except for the fact that the title suggest more width and depth than what the book is actually delivers, it can serve as a valuable introduction to this emerging field.

The book can be downloaded here.

 

Social media in Cameroon – a baseline research

06 Friday Jun 2014

Posted by victorvanr in ICT4D, Social Media 4 D

≈ 1 Comment

Tags

arab spring, cameroon, democracy, development, ICT4D, social change, social justice, social media

Image

Social media has exploded in recent years. It is used for a variety of purposes, including private networking, entertainment, news and general information, professional services etc. Across the world it has also become a tool for like-minded social and political actors (advocacy groups, social movements, political parties, civil society) who seek to mobilize supporters, promote certain issues etc. The most spectacular manifestation of this tendency was visible during the so-called Arab Spring, where social media were used actively to promote political change, in particular by shaping the debate, organizing events and engaging international media beyond national borders.
In this research, that was conducted by MIS4D, we explore the potential of social media to promote social change (democracy and social justice) in Cameroon in general and its use in supporting of the activities of the Friedrich Ebert Foundation and their partners in particular. We analyse the regional context to understand the potential and limitations and assess the use of social media in Cameroon.

The report can be downloaded here: SocialiseCameroon_Website_final. A presentation summarising the main results is here.

 

ICT for Education in Africa: MOOCs and SPOCs provide new opportunities

07 Friday Feb 2014

Posted by victorvanr in ICT4D, ICT4Edu

≈ 3 Comments

Tags

africa, ICT4D, ICT4E, MOOC, SPOC, Uganda

MOOCbetterwordbubbleThe acronym MOOC is becoming more and more familiar. It stands for “massive open online course”. It refers to a web-based class designed to support a large number of participants.

Coursera is an important example. It is an online learning system launched by Stanford University and it offers online courses in maths, science and humanities. Another important example is edX (Harvard and MIT) offering online courses in computer science, health research and chemistry. And all these courses are free of charge! For an overview of Moocs: see the Comprehensive List of MOOC (Massive Open Online Courses) Providers by Tarique Haider.

It is very instructive to follow a course at edX or Coursera. I did enrol myself in three courses. Typically, when you enroll in a MOOC you watch video lectures, you are asked to do sme reading and you interact with instructors and fellow participants in online forums. Sometimes you are required to take online tests or quizzes with multiple choice answers that are graded automatically. I guess that in the beginning you are completely overwhelmed by their offerings, overwhelmed by all the courses you can take. Have a go at one of the courses offered by these famous and highly ranked universities.

A key advantage of MOOCs over traditional classroom-based learning is their convenience. MOOCs offer a self-determined pace of learning so that you may study according to your own schedule (although some do have start and completion dates). This also gives you the opportunity to re-watch parts of the lecture that is more challenging .

Although MOOCs make high-quality education accessible to the masses, there is also reason for scepticism. Despite much excitement about how MOOCs might transform the education system, they have so far not been able to prove how effective they are. The first question is whether online platforms can maintain their high-level standards online. Because very quickly you notice that you are one of the many, many students taking a course. For example: A service desk is sending standard answers to you when you raise a question. Education is not only about high quality content. The educational process should also be high-level. Offering a high-level process is difficult with the massive number of students attracted by MOOCs.

Another issue is the high drop out rates in MOOCs. It is not uncommon that courses only show a 5% pass rate. Phill Hill looked at this phenomenon in more detail and he identified 4 types of students that attend MOOCs and observed their behaviour.

  • Lurkers – This is the majority of students within xMOOCs, where people enroll but just observe or sample a few items at the most. Many of these students do not even get beyond registering for the MOOC or maybe watching part of a video.
  • Passive Participants – These are students who most closely align with studentPatternsInMoocs2traditional education students, viewing a course as content to consume. These students typically watch videos, perhaps take quizzes, but tend to not participate in activities or class discussions.
  • Active Participants – These are the students who fully intend to participate in the MOOC, including consuming content, taking quizzes and exams, taking part in activities such as writing assignments and peer grading, and actively participate in discussions via discussion forums, blogs, twitter, Google+, or other forms of social media.
  • Drop-Ins – These are students who become partially or fully active participants for a select topic within the course, but do not attempt to complete the entire course.

Another new acronym: Small private online courses (SPOCs) are a competing model to the MOOC.  Will Oremus from Slate is clear about MOOCs, “Free online classes are an unsustainable gimmick“, and he explains that SPOCs provide a good alternative. As explained in the blogpost of Oremus, “The basic idea is to use MOOC-style video lectures and other online features as course materials in actual, normal-size college classes. By assigning the lectures as homework, the instructors are free to spend the actual class period answering students’ questions, gauging what they have and haven’t absorbed, and then working with them on projects and assignments. In some cases the instructors also use some MOOC-style online assessments or even automated grading features. But in general they’re free to tailor the curriculum, pace, and grading system to their own liking and their own students’ needs.”

In order for SPOCs to be successful, students are selected, to limit numbers of participants, and to ensure they satisfy entry requirements for the course. SPOCs allow institutes of higher education to use them in a “blended learning” approach that combines self-study with tools such as Skype or Google Hangout to support online classes.

The advantages are clear, individual attention can be given to students and progress – or drop out – can be closely monitored. Maybe even more important with individual attention for the students, high-level subjects can be addressed in a SPOC style approach. As Oremus concludes: Whether or not SPOCs amount to some sort of pedagogical revolution, it seems clear that they hold more promise than pure MOOCs when it comes to delivering students a full educational experience—not to mention saving academics’ jobs.

For us the key question is whether MOOCs or SPOCs provide an appropriate answer for the failing education system in Africa. Akua Djane describes the problems with education in Africa in a clear, touching but also worrying manner in her blog post Education in Africa is Failing its People. Many of these problems will not be solved over night and if we do not find answers another generation will receive poor or at least mediocre eduction.

The challenge for Africa is in capacity development and dedication to profession of lecturer. MOOCs could be a great tool for lecturers to develop and renew their knowledge and skills. In many universities in Africa lecturers use ‘yellow papers’ to teach, that is, they are pass on their own lecture notes to the new generation. MOOCs can help to replace these notes with new materials. With the new knowledge and skills the SPOC approach can be used to provide quality education to the new generation of students. Now that Internet services are more and more available also in rural areas, more people can be reached.

SPOCs are emerging in Africa. The Virtual University of Uganda is one of them. Through blended forms of online learning they try to develop an answer to the challenge of bringing high level education to East Africa. Both authors are part of this initiative.

The key to improvement of education will however be determination to excel and innovate. Government regulation and policies need to think on how to integrate the new ways of teaching and university administrators will to start thinking in global solutions. MOOCs and SPOCs provide an alternative to allow education in Africa to leapfrog, but ultimately, the lecturers will have to be determined and motivated to make it happen.

This article was written by Arjan de Jager and Victor van Reijswoud, both part of the team of MIS4D.com

Cape Verde: Free WiFi as enabler for development

16 Thursday Jan 2014

Posted by victorvanr in ICT4D, Telecenters

≈ 1 Comment

Cape Verde’s name is belonging to  the “least developed nation” category. When our colleague Arjan de Jager visited Cape Verde some months ago he stumbled from surprise to surprise. It is a well-functioning democracy where economic growth has been strong, where literacy is almost universal and 80% of the population has access to (mobile) phones. Evan Davis of the BBC calls Cape Verde the African Good New Story. 

cape_verde_pol_2004

The first day he went to a square in Praia, the big city of the island Santiago. Dozens of young people were working on their assignments for school or university using their laptops and taking advantage of the free WiFi available in the square. Dozens of travel agencies, restaurants and small start-ups were working on their business plans, their marketing via Facebook and other social media and Web2.0 tools.

No all the squares in Cape Verde were checked, but in every town on the three islands he visited the government provides free WiFi at each square. Not only the big cities of Cape Verde but also the tiny villages. The squares have become lively places again where people get together, study, discuss, make plans. In other words: the squares become literally the centre of the world in Cape Verde.

Free WiFi in Cape Verde is a good example of ICT as an enabler of development that supports education, trade and even personal growth. It also contains a strong message for development initiatives: facilitate development without determining how people should develop. Provide access to the tools and people will find ways to use it.
 

Death of an Appropriate ICT4D Initiative

27 Friday Dec 2013

Posted by victorvanr in Appropriate ICT, ICT4D, Telecenters

≈ 8 Comments

NICE Center

NICE Center

NICE was offering telecenters with sustainable solar energy – so called NICECentres –  to unleash the potential of people in developing countries. The sentence is stated in the past tense, because NICE International has closed its doors. An interesting appropriate ICT project that failed to become sustainable.

The social enterprise NICE was initiated by Energy4All Foundation and Econcern (bankrupt in 2009) a Dutch company dealing in renewable energy and carbon credits. The first pilot started in 2006 in Gambia. The goal of NICE was to deploy 250 NICE Centers in 10 countries in Africa based on a franchise concept that allowed local communities to own and maintain a centre.

See the Youtube clip in order to get an understanding of the NICE Centres in operation in Gambia. http://www.youtube.com/watch?v=K1LBo3EajAY

As explained by NICE, the core of the centres is a solar energy system. The batteries provide a back-up in case of low energy production and a stabilizer guarantees a stable output to the equipment in the centres. The solar system allows NICE Centres to operate where there is no grid.

The centres have an energy-efficient and low cost IT-infrastructure with a server a number of thin clients. This includes a multifunctional printer for document services. The server and the clients run Ubuntu-Linux. NICE Centers are connected to the Internet through an available local Internet Service Provider.

Problems started immediately when the first two pilot centres went live in Gambia. Problems with the hardware, bugs in the software and the solar panel did not provide enough energy for the installed equipment. However most problematic proved the franchise concept; local entrepreneurs or communities were not willing or able to invest 30.000 Euro. A lease model was therefore introduced.

Although the centres started to make a small profit, finances became a problem. More funding needed to be found to finance the head-office in the Netherlands. EU funding was found, but with this type of donor strict rules, regulations and control come along. This was not foreseen and difficult to manage. 

In spite of the new funding things went downhill quickly. The next NICE country program (Tanzania) never materialised, the profit of the Gambian centres dropped and local owners of the NICE Centers did not behave as a entrepreneurs but more like employees of NICE. Combined with the rise and maturation of the mobile market, telecentres quickly became obsolete and NICE international had to close its doors.

It is always sad to see ICT4D projects go down especially when it are social enterprises working with appropriate ICT. However, it is important to reflect on whether the project was viable from the start and how we can learn from what has happened to NICE International.

  • Already at the start of the project discussions were questioning the sustainability of the telecentre concept and organisations like APDIP were looking for new business models. The so-called Telecentre 2.0 operates within a ‘national alliance’ that includes government, the private sector and civil society representatives. Was this the case with the NICE Centres?
  • Flexibility is key in successful ICT4D projects according to Heeks. We need to learn from the project experiences early on and constantly adapt what we are doing. Did the project have this necessary adaptive power and flexibility? Was rigidity the reason that they were overtaken by the mobile revolution?
  • Dealing with large donors like the European Union is often underestimated. The money looks good, but the procedures are killing when you do not have experience with them. The NICE project is a clear indication of this. Was there expertise to deal with these types of donors?
  • The usual suspects: Gambia, Tanzania, the Anglophone countries in general are target areas of small projects. At the same time, this market is already saturated and only innovative concepts have a chance. In the other parts Africa, especially the Francophone countries there is still a lot of room for new projects and expertise in the area of ICT is highly needed. Did the NICE initiators do a proper market research, or were just going with the flow?
  • Doing business in Africa is full of challenges and requires a thorough understanding of African business values and ethics. Business Schools do not prepare you for this. Ties Kroezen – one of the initiators of the project – states in an article in One World that his biggest disappointment was the behaviour of the local ‘owners’ of the NICE Centres. He saw no maintenance and no development of the centres. Is this not normal practice? This raises the question, did the initiators of NICE International had a good enough understanding and experience of what doing business in Africa entails? Did they seek support or coaching with experienced ICT4D professionals?

The NICE case is interesting and it is admirable that the initiators have been open and transparent in their failure to create a successful project. Practitioners in the field need to learn from these types of cases and hopefully it will help to make their next Appropriate ICT4D project successful.

This post borrows from the article “Hoe een prachtig businessplan in Afrika mislukte” in One World magazine – in Dutch.

Cloud computing in Africa – an unexplored potential

09 Monday Dec 2013

Posted by victorvanr in Appropriate ICT, ICT4D

≈ 2 Comments

The new UNCTAD Information Economy Report (2013) is examining the economic potential of cloud computing for low- and middle-income countries, where rates of adoption are currently low. Policy recommendations for governments are formulated but the power of local innovators is under estimated. 

In the preface BAN Ki-moon sets the tone:

Innovation in the realm of information technology continues its rapid pace, with cloud computing representing one of the latest advances. Significant improvements in the capacity to process, transmit and store data are making cloud computing increasingly important in the delivery of public and private services. This has considerable potential for economic and social development, in particular our efforts to achieve the Millennium Development Goals and define a bold agenda for a prosperous, sustainable and equitable future.

Cloud computing has matured quickly over the past years and has become an important new direction in the ICT infrastructure for governments and enterprises in the developed world. Some predict that cloud technology will be among the most significant disruptive technologies over the next two decades, with major implications for markets, economies and societies.

According to definitions proposed in April 2013 by the International Telecommunication Union (ITU) and the International Organization for Standardization (ISO), cloud computing is a paradigm for enabling network access to a scalable and elastic pool of shareable physical or virtual resources with on-demand self service provisioning and administration. Cloud services are defined as services that are provided and used by clients on demand at any time, through any access network, using any connected devices that use cloud computing technologies.

Characterisitcs and types pf cloud computing

At an individual level cloud services have an extensive adoption in Africa as local services are often expensive, unreliable and of low quality. Especially services like webmail an online social networks are popular and still growing fast. It is common practice that Yahoo! or Gmail services are used for official communications by government officials and companies.

In countries with is a growing SME sector, the potential for SaaS (Software as a Service) solutions is high. High quality ICT services at a low cost can help SME’s to mature fast. Although the adoption of cloud services but SME’s is still small, if the SME sector expands, the market for SaaS in developing countries will become more important and eventually dominant as it already is in developed countries.

At the levels of Governments in Africa the potential still needs to be fully explored. Because of privacy fears, Government departments and larger corporations prefer private over public cloud approaches.

The drivers for the adoption of cloud computing and cloud services are clear:

  • Cost savings in hardware, software and personnel, derived from the economies of scale that are available from the cloud;
  • Flexible access to processing and storage capacity on demand, with a high degree of elasticity;
  • Improved system management, reliability and IT security.

At the same time, the options for cloud adoption available in low- and middle-income countries look different from those in more advanced economies, for several reasons. Critical factors relate, among other things, to:

  1. The availability and quality of cloud-related infrastructure: Access to broadband internet is not yet common, but also the lack of supporting infrastructure, such as Internet exchange points (IXPs), reliable and inexpensive electricity and robust fibre-optic backbones also affect the deployment of national data centres.
  2. Cost considerations: The fees for broadband access and usage and charges by the ISP are still high compared to developed economies.
  3. Data protection and security: Issues of data protection and security are among the concerns most frequently mentioned by potential cloud customers in both developed and developing countries. Especially in Africa, very few adequate legal and regulatory frameworks are available to address data protection and privacy concerns. The placement of data in the cloud may require regulatory intervention to address concerns related to personal  privacy, commercial secrecy or national security.

In spite of the expected potential, UNCTAD is careful in its recommendations:

Experience of cloud computing in developing countries
is too recent for there to be a strongly established
evidence base on which to assess impacts. Businesses,
Governments and other organizations should carefully
examine the potential for cloud services to improve their
management and service delivery. They should only
migrate data and services to the cloud when they are
confident that the cloud offers significant benefits and
that attendant risks can be appropriately mitigated. Both
public and private cloud solutions should be considered
in this context, taking into account implications for data
security and privacy.

UNCTAD proposes the following steps for Governments that wish to translate the potential of the cloud into tangible development gains. In terms of scope, at the national level policy making would be advised to consider measures related to the following areas:

  • Assess the cloud readiness of the country: Governments should start by carefully assessing the current situation in their countries, to identify bottlenecks and weaknesses that need to be addressed if the cloud is to be effectively exploited, and clarify what kind of cloud solutions are most propitious.
  • Develop a national cloud strategy: Based on the readiness assessment, a national cloud strategy could be drafted either as a stand-alone policy document or as an integral part of the national ICT strategy.
  • Address the infrastructure challenge: This would involve measures to improve the provision of reliable and affordable broadband infrastructure and to monitor regularly the quality of broadband services. Effective communications regulations are here of the essence. Attention should also be given to the role of IXPs and the provision of electricity.
  • Address relevant legal and regulatory issues related to cloud adoption to ensure that cloud service users’ interests are properly protected: Key areas include the location of data, e-transactions and cybercrime. Efforts should be made to reflect international best practice in the development of new legislation.
  • Map opportunities in the supply side of the cloud economy: Three key areas deserve particular attention: the development of national data centres, the potential for cloud aggregation services, and the development of new cloud services.
  • Address the need for human resources. Skill areas that are likely to become increasingly important include those related to the IT and software skills needed to manage the migration and integration of cloud services; management and organizational skills to handle the reorganization and re-engineering of business processes; and legal and procurement skills.
  • Government use of cloud services: Given their important role in the information economy in many developing countries, the role of Governments should be explored with regard to the establishment of national data centres, e-government systems and related public procurement.

Although the report of the ITU clearly provides a very positive impulse to explore the potential of cloud services for Africa, unfortunately the centre of gravity is very much on the side of the government. It is true that regulation needs to be in place, and the threshold to broadband access needs to be lowered, but the report seems to overlook the power of industry to make Governments move. Local innovators and early movers in IaaS, PaaS and SaaS should be supported and motivated in order to develop local solutions. In Africa business and an local initiative are still the most important drivers for change, not governments.

Drivers and barriers to cloud adoption

In focus

  • The role of boards in development organisations and how to spot dysfunctional ones
  • Africa’s movers and shakers in information technology
  • MobiStation in Uganda – Appropriate Technology destined to fail
  • Mobile Data Collection and Research – an introduction
  • Social media in Cameroon – a baseline research
  • ICT for Education in Africa: MOOCs and SPOCs provide new opportunities
  • Cape Verde: Free WiFi as enabler for development
  • Death of an Appropriate ICT4D Initiative
  • Cloud computing in Africa – an unexplored potential
  • Sustainability and Mobiles for Development – M4D
  • Creating offline Wikipedia
  • Social responsibility of leading tech companies
  • Death of a Good e-Society Project
  • 7 predictions for future research?
  • Google Apps leaves Africa

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